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Committee on House Education and the Workforce

June 28, 2006

Good morning, Mr. Chairman and members of the Committee. First, I would like to commend you for taking the time to discuss such an important aspect of education. It is wonderful that you recognize what Socrates, Kohlberg, Lickona and so many others have taught us throughout the years; that is, the importance of developing moral character in our youth.

Thank you for the honor of testifying on such an important topic. My name is Sharon D. Aldredge, and I have been an educator for fifteen years. I have spent the last two years of my career as principal of Woodley Hills ES in Fairfax County Public Schools, Virginia.

I could share information on the positive results of character education initiatives in states such as South Carolina and California; however, I would like to offer a personal story. I can attest that the implementation of a strong character education initiative will affect every aspect of a school. By establishing a positive culture and climate, there will be an increase in test scores, grades and attendance rates. More importantly, children will learn skills that will enable them to be successful not only in school but in life. Students will become civically responsible members of their school communities as well as society.

In 1998, Woodley Hills was considered an unsuccessful school. Only 40 to 50 percent of our students were passing the Virginia Standards of Learning tests and suspensions were occurring once or twice a week. Woodley Hills was ranked as one of the bottom twenty schools in the division.

After much discussion and debate, the administration, parents, staff and community members began a character education initiative, and there have been several noticeable changes in the school since the late 1990s. In 2001, Woodley Hills was named a “National School of Character“ by the Character Education Partnership organization. Eighty to ninety percent of our students have passed the Virginia Standards of Learning tests. Discipline problems are almost nonexistent in the school, with only three to five suspensions a year. Our children are happy to come to school, and they understand why we are teaching character education. Two students shared the following statements when asked if character education is important.

“Character education at this school is very important because character education is what keeps this school in order. It teaches us the importance of being respectful, responsible, trusting, caring, acting like a family member, and how to become a hardworking person when we`re older. Character education also teaches us how to be kind to others, so that`s why our school has character education“

“I would say character education has made a very big difference here because a lot of kids in this school pay attention to their lessons and they respect themselves, others and property. A lot of kids in this school are well-behaved because we were taught what is right to do and what is wrong to do.“

The success of the school has not been because of changes in our demographics. In fact, we receive funding from Title I, and we are classified as a school-wide program. Approximately 57 percent of our 543 students receive free or reduced meals, and 2/3 of our student body are minority students. Thirty-three percent of our students are identified as Limited English Proficient, 16% receive special education services and 20% Gifted and Talented. Our students come from very diverse backgrounds and speak over 30 different languages; however, we view each other as family members, and we believe we are responsible for one another`s success.

It is important to note that there was a strong academic program with materials and resources available to teachers and students prior to 1998. The one factor that changed was the implementation of a character education initiative that involved every member of the school community. The students, office staff, custodians, parents, teachers, cafeteria employees and administrators developed a shared vision and became responsible for modeling and integrating character education into every aspect of the school environment.

As adults, we model the behaviors we expect to see from our children. In the morning, administrators and staff members greet the children as they enter the building with a smile, hug, and a warm hello. The children are welcomed into their classrooms and are asked to complete jobs to build a sense of responsibility and family. During the day, the teachers integrate character building into lessons that are focused on the FCPS Program of Studies and the VA SOLs. When reading literature children are asked to determine if the character has made a “good choice“, or to determine how others in a story might be affected by the decisions that were made. Teachers also use journals or writing activities to encourage children to express the importance of respect, responsibilities and many other character traits. Cooperative learning activities are utilized to teach the children how our actions affect those around us and the importance of responsibility, trust and hard work. These attributes are taught during all content area; however, they are explicitly emphasized during science and social studies instruction.

At Woodley Hills, we have also found that we must let our children know they are important and that we want to hear their opinions, so every teacher conducts class meetings. During these meetings, children have an opportunity to share their concerns and opinions, thus teaching the children how to advocate for themselves and speak up when they notice both positive contributions by their peers as well as areas where improvement is needed. The children are given the support they need to solve their own problems. Some of our fifth and sixth grade students are called upon to utilize such skills by serving as peer mediators, Student Council representatives, as well as safety patrols. We spend a great deal of time teaching our students how to handle such civic responsibilities.

Character education is also taught in art, music, and physical education. In the respective subject areas, the children learn about famous artists, musicians, and athletes who have demonstrated exemplary character. In music, the children sing songs and learn skits focused on specific character traits. In physical education classes, children not only learn about good sportsmanship and honoring rules, they also learn how they must respect their bodies. One of our physical education teachers requires the students to keep a notebook in which they write down their health goals and how they demonstrate the character traits at home or school. The children often share how they have helped a family member, completed a chore, or how they avoided a potentially negative situation in the neighborhood or with a friend or family member.

Although there is a wonderful sense of family and mutual respect in the school, there are problems on occasion. However, I can proudly state that 97% of our students never receive an office referral due to behavior. If a child does demonstrate a behavior problem, we take time to process through the issue with the student. It is important that the child learn from his or her mistake and more importantly learn how to avoid the same behavior again. If a child disrupts the learning of other students, he or she will often perform a service for the school or their class to make amends for their behavior.

At Woodley Hills, character education is truly part of our school culture. We do not view the development of moral reasoning and character as a program or an isolated topic to teach. The staff is committed to integrating character education into every facet of the school day. Due to the implementation of character education and sound teaching, Woodley Hills has transformed into a school that the students, parents and staff can be proud to call home.

In closing, I would like to share one final quote. When our fifth grade students were asked why character education is important to Woodley Hills, one young man simply answered, “Our school is a better, safer place because of character education.“ I must say that I could not have answered the question better myself.

Thank you for your time and attention to this most worthy topic.

Source: FDCH Congressional Testimony, Jun 28, 2006